Faculty often ask us which educational technology tools they should use in their courses. A better question might be: Which tools help you achieve your learning objectives? Technology should serve as a means to enhance teaching and learning—not the focus of the lesson itself.
We take a functional approach to technology integration. Rather than training faculty on specific tools that may change with pricing models, institutional support, or the rapid pace of tech innovation, we focus on how to evaluate and integrate technology in a way that supports teaching goals.
This aligns with the Technological Pedagogical Content Knowledge (TPACK) framework, which reminds us that technology should be layered onto strong pedagogy and content—not the other way around.
Technology as a Means, Not an End
Technology is a constantly shifting landscape. Some tools go out of business, others become prohibitively expensive, and new ones emerge regularly. If we focus on teaching specific tools, we risk wasting time on platforms that may not be viable long-term. Instead, we encourage faculty to focus on functionality.
Just as clinicians select interventions based on a patient’s specific needs—rather than finding patients to fit a preferred intervention—healthcare educators should select technology based on learning goals.
For example, if your objective is to enhance student collaboration, you might look for tools that support shared document editing or real-time discussion. If your goal is formative assessment, you’ll seek technology that provides immediate feedback.
A Framework for Choosing the Right Tools
EDUCAUSE’s Active Learning Technology Rubric (Cormier, Anthony, & Bush, 2022) provides a structured way to evaluate technology based on six key factors:
- Ease of Use: Is the tool intuitive for both faculty and students? If technology creates more barriers than benefits, it’s not the right fit.
- Participation: Does the tool promote engagement and interaction?
- Broad Availability: Can students access it without significant cost or compatibility issues?
- Equity: Is it accessible to students with disabilities and inclusive of diverse identities?
- Flexibility: Does it adapt to different teaching styles and instructional needs?
- Suitability for Active Learning: Does it support student-driven learning while allowing instructors to monitor and guide the process?
Additionally, any technology must align with learning objectives. A flashy tool that increases engagement is not necessarily effective if it does not support the deeper learning goals of the course.
Real-World Example
Consider an occupational therapy instructor who wants to improve student engagement. They experiment with a gamified quiz platform, only to find that while students enjoy it, the activity primarily reinforces basic recall rather than the critical thinking skills required for clinical practice.
By shifting to an interactive case study tool instead, the instructor ensures that students are not only engaged but also practicing the higher-order clinical reasoning needed for professional practice.
Moving Forward
Rather than asking, What technology should I learn?, consider instead: What do my students need to achieve, and what technology best supports that?
By focusing on functionality and alignment with learning objectives, we ensure that technology remains a powerful tool—not a distraction—in the teaching and learning process.
Would you like to learn more about technology integration in hybrid health care education? Register for the September 2025 Cohort of the Certification in Hybrid Learning.